Journal of Educational Evaluation for Health Professions

Volume 9; 2012

Technical Report

North Korean defectors seeking health certification to take the national medical licensing examination in the Republic of Korea: figures and procedures: Yoon Hee Kim; J Educ Eval Health Prof. 2012;9:12. Published online December 1, 2012; DOI: https://doi.org/10.3352/jeehp.2012.9.12

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In May 2011, the Ministry of Unification of the Republic of Korea (Korea) announced that 21,165 defectors from Democratic People's Republic of Korea (North Korea) had settled in Korea. Since healthcare workers are counted among these defectors, it is necessary to provide them with a pathway to certification to work in Korea. This report summarizes the vetting and approval process defectors from North Korea must pass through to be eligible to take the national medical licensing examination. Defectors must pass an oral test conducted by the National Health Personnel Licensing Examination Board to be eligible to sit for the exam. From 2002 to August 2011, 41 North Korean defectors applied for the approval process to take the exam. Twenty-nine were approved (70.7%): 23 physicians, 1 dentist, 2 oriental medical doctor, 1 nurse, and 2 pharmacists. Out of 29 approved, 11 passed the licensing examination (39.3%). This report also highlights the difficulty in assessing North Korean defectors' eligibility by oral test, and suggests that adequate competency should be emphasized to recognize their unique abilities as healthcare personnel.

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Exploration of examinees’ traits that affect the score of Korean Medical Licensing Examination
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Research Articles

Strengthening the admissions process in health care professional education: focus on a premier Pacific Island medical college: Christian Chinyere Ezeala, Mercy Okwudili Ezeala, Niraj Swami; J Educ Eval Health Prof. 2012;9:11. Published online November 30, 2012; DOI: https://doi.org/10.3352/jeehp.2012.9.11

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Abstract PDF

Relying solely on measures of intellectual aptitude and academic performance in university admissions can be disadvantageous to underprivileged students. The Fiji School of Medicine primarily uses such measures to evaluate and select student applicants, and the introduction of supplementary assessments could provide better access for students from disadvantaged backgrounds. This study examined the need for supplementary assessments in the admission process, types of additional assessments needed, and stakeholders??views on a multi-entry multi-exit strategy currently in use at the Fiji School of Medicine. A survey of the key stakeholders was conducted in February and March 2012 using closed and open ended questionnaire. One hundred and twenty-two validated questionnaires were self-administered by key stakeholders from the College of Medicine, Nursing and Health Sciences (CMNHS) and Fiji Ministries of Education and Health, with a response rate of 61%. Returned questionnaires were analysed quantitatively and qualitatively. Sixty-five percent of respondents supported the introduction of supplementary assessments, 49% favoured admissions test, and 16% preferred assessing non-academic factors. Many respondents supported the School?占퐏 multi-entry multi-exit strategy as a ?占퐂ood policy??that provided ?占퐀lexibility??and opportunity for students, but should be better regulated. These findings demonstrate the need for supplementary assessments in the selection process and for continued support for the use of multi-entry multi-exit strategy at the school.

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Improved quality and quantity of written feedback is associated with a structured feedback proforma: Philip M. Newton, Melisa J. Wallace, Judy McKimm; J Educ Eval Health Prof. 2012;9:10. Published online August 13, 2012; DOI: https://doi.org/10.3352/jeehp.2012.9.10

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Abstract PDF

Facilitating the provision of detailed, deep and useful feedback is an important design feature of any educational programme. Here we evaluate feedback provided to medical students completing short transferable skills projects. Feedback quantity and depth were evaluated before and after a simple intervention to change the structure of the feedback-provision form from a blank free-text feedback form to a structured proforma that asked a pair of short questions for each of the six domains being assessed. Each pair of questions consisted of asking the marker ?占퐓hat was done well???and ?占퐓hat changes would improve the assignment???Changing the form was associated with a significant increase in the quantity of the feedback and in the amount and quality of feedback provided to students. We also observed that, for these double-marked projects, the marker designated as ?占퐉arker 1??consistently wrote more feedback than the marker designated ?占퐉arker 2??

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Brief Reports

An objective structured biostatistics examination: a pilot study based on computer-assisted evaluation for undergraduates: Abdul Sattar Khan, Hamit Acemoglu, Zekeriya Akturk; J Educ Eval Health Prof. 2012;9:9. Published online July 17, 2012; DOI: https://doi.org/10.3352/jeehp.2012.9.9

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Abstract PDF

We designed and evaluated an objective structured biostatistics examination (OSBE) on a trial basis to determine whether it was feasible for formative or summative assessment. At Ataturk University, we have a seminar system for curriculum for every cohort of all five years undergraduate education. Each seminar consists of an integrated system for different subjects, every year three to six seminars that meet for six to eight weeks, and at the end of each seminar term we conduct an examination as a formative assessment. In 2010, 201 students took the OSBE, and in 2011, 211 students took the same examination at the end of a seminar that had biostatistics as one module. The examination was conducted in four groups and we examined two groups together. Each group had to complete 5 stations in each row therefore we had two parallel lines with different instructions to be followed, thus we simultaneously examined 10 students in these two parallel lines. The students were invited after the examination to receive feedback from the examiners and provide their reflections. There was a significant (P= 0.004) difference between male and female scores in the 2010 students, but no gender difference was found in 2011. The comparison among the parallel lines and among the four groups showed that two groups, A and B, did not show a significant difference (P> 0.05) in either class. Nonetheless, among the four groups, there was a significant difference in both 2010 (P= 0.001) and 2011 (P= 0.001). The inter-rater reliability coefficient was 0.60. Overall, the students were satisfied with the testing method; however, they felt some stress. The overall experience of the OSBE was useful in terms of learning, as well as for assessment.

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THE COMPARISON OF DIFFERENT ASSESSMENT TECHNIQUES USED IN PHYSIOLOGY PRACTICAL ASSESSMENT
Ksh. Lakshmikumari, Sarada N, Lalit Kumar L
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Potential advantage of student-run clinics for diversifying a medical school class: Chris N. Gu, Jane A. McElroy, Blake C. Corcoran; J Educ Eval Health Prof. 2012;9:8. Published online May 25, 2012; DOI: https://doi.org/10.3352/jeehp.2012.9.8

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Abstract PDF

The purpose of this study was to evaluate the influence of a student-run clinic on the diversification of a medical student class. We distributed a two-page, 20-item, paper survey to students of the University of Missouri School of Medicine (MU SOM) class of 2015 in July of 2011. The survey gathered information on general demographics, opinions on the importance of medical education opportunities, and opinions on the importance of medical school characteristics in applying to and attending MU SOM. A total of 104 students responded to the survey. A majority of the students identified the MedZou Community Health Clinic, a student-run, free health clinic affiliated with MU SOM, and simulated-patient encounters as important educational experiences (81% and 94%, respectively). More than half of the self-identified non-white??students reported MedZou as an important factor in their choice to apply to (60%; 95% confidence interval [CI], 32 to 88) and attend (71%; 95% CI, 44 to 98) MU SOM, over half of the females reported MedZou as important in their choice to apply (59%; 95% CI, 43 to 76) and attend (57%; 95% CI, 40 to 74), and over half of non-Missouri residents reported MedZou as important in their choice to apply (64%; 95% CI, 36 to 93) and attend (71%; 95% CI, 44 to 98). According to the above results, it can be said that students clearly value both MedZou and simulated-patient encounters as important educational experiences. Women, minorities, and non-Missouri residents value MedZou more highly than their peers who are First Year Medical Students who are Missouri residents, suggesting that MedZou may provide a promising opportunity to advance diversity within MU SOM. These results highlight the need for additional research to further explore MedZou?占퐏 potential to enhance the recruitment of a diverse medical student class.

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Research Article

Breadth of knowledge vs. grades: What best predicts achievement in the first year of health sciences programmes?: Boaz Shulruf, Meisong Li, Judy McKimm, Melinda Smith; J Educ Eval Health Prof. 2012;9:7. Published online May 16, 2012; DOI: https://doi.org/10.3352/jeehp.2012.9.7

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Abstract PDF

This study aimed to identify those features within secondary school curricula and assessment, particularly science subjects that best predict academic achievement in the first year of three different three-year undergraduate health professional programmes (nursing, pharmacy, and health sciences) at a large New Zealand university. In particular, this study compared the contribution of breadth of knowledge (number of credits acquired) versus grade level (grade point average) and explored the impact of demographic variables on achievement. The findings indicated that grades are the most important factor predicting student success in the first year of university. Although taking biology and physics at secondary school has some impact on university first year achievement, the effect is relatively minor.

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Dalal Hammoudi Halat, Abdel-Salam G. Abdel-Salam, Ahmed Bensaid, Abderrezzaq Soltani, Lama Alsarraj, Roua Dalli, Ahmed Malki
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Brief Report

Importance of social pharmacy education in Libyan pharmacy schools: perspectives from pharmacy practitioners: Omar Saad Saleh Abrika, Mohammed Azmi Hassali, Abduelmula R Abduelkarem; J Educ Eval Health Prof. 2012;9:6. Published online March 14, 2012; DOI: https://doi.org/10.3352/jeehp.2012.9.6

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Abstract PDF

The present study aims to explore the perceptions among pharmacy practitioners in Libya on the importance of social pharmacy education. A qualitative methodology was employed to conduct this study. Using a purposive sampling technique, a total of ten Libyan registered pharmacists were interviewed. Based on the content analysis of the interviews, two major themes emerged, namely the understanding of social pharmacy education and the need for incorporating social pharmacy courses into the pharmacy education curriculum. The majority of the respondents knew about the concept. Of those that had no prior knowledge of this term, half of them expressed interest in knowing more about it. There was a positive perception of introducing social pharmacy into the undergraduate curricula among the respondents, and they believed that it is necessary for future pharmacists to know about social pharmacy components. The findings from the pharmacy practitioners??evaluation suggest the need to incorporate social pharmacy courses into the curricula of all pharmacy schools in Libya.

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Opinion

Revision of subjects of the Korean Optometrist Licensing Examination suggested by optometrists: Won Jin Lee, Sung Soo Kang, Ok-Jin Lee, Sang-Chul Park, Seung-Won Lee, Young-Ki Jeon; J Educ Eval Health Prof. 2012;9:5. Published online March 14, 2012; DOI: https://doi.org/10.3352/jeehp.2012.9.5

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Can a medical regulatory system be implemented in Korea?
Sun Huh, Myung-Hyun Chung
Journal of the Korean Medical Association.2013; 56(3): 158. CrossRef

Response

Self-financing students in private medical schools: P. Ravi Shankar; J Educ Eval Health Prof. 2012;9:4. Published online January 31, 2012; DOI: https://doi.org/10.3352/jeehp.2012.9.4

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Letter to Editor

Equity or equality in medical education: Abdul Sattar Khan; J Educ Eval Health Prof. 2012;9:3. Published online January 30, 2012; DOI: https://doi.org/10.3352/jeehp.2012.9.3

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An Investigation into English Language Teaching Textbooks Used at Medical Sciences Universities: Implications for Educational Justice
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Research Article

A job analysis of care helpers: Su Jin Shin, Kyung-Sook Choi, Seungeun Jeong, Seulgee Kim, Hyeung-Keun Park, Jae Eun Seok; J Educ Eval Health Prof. 2012;9:2. Published online January 10, 2012; DOI: https://doi.org/10.3352/jeehp.2012.9.2

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Abstract PDF

The aim of this study was to examine the roles of care helpers through job analysis. To do this, this study used the Developing A Curriculum Method (DACUM) to classify job content and a multi-dimensional study design was applied to identify roles and create a job description by looking into the appropriateness, significance, frequency, and difficulty of job content as identified through workshops and cross-sectional surveys conducted for appropriateness verification. A total of 418 care helpers working in nursing facilities and community senior service facilities across the country were surveyed. The collected data were analyzed using PASW 18.0 software. Six duties and 18 tasks were identified based on the job model. Most tasks were found to be ?占퐄mportant task?? scoring 4.0 points or above. Physical care duties, elimination care, position changing and movement assistance, feeding assistance, and safety care were identified as high frequency tasks. The most difficult tasks were emergency prevention, early detection, and speedy reporting. A summary of the job of care helpers is providing physical, emotional, housekeeping, and daily activity assistance to elderly patients with problems in independently undertaking daily activities due to physical or mental causes in long-term care facilities or at the client?占퐏 home. The results of this study suggest a task-focused examination, optimizing the content of the current standard teaching materials authorized by the Ministry of Health and Welfare while supplementing some content which was identified as task elements but not included in the current teaching materials and fully reflecting the actual frequency and difficulty of tasks.

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Can a medical regulatory system be implemented in Korea?
Sun Huh, Myung-Hyun Chung
Journal of the Korean Medical Association.2013; 56(3): 158. CrossRef
Comparison of Frequency and Difficulty of Care Helper Jobs in Long Term Care Facilities and Client Homes
Eun-Hee Hwang, Duk-Yoo Jung, Mi-Jung Kim, Kon-Hee Kim, Su-Jin Shin
Journal of Korean Public Health Nursing.2012; 26(1): 101. CrossRef
Job Analysis of Clinical Research Coordinators Using the DACUM Process
Hyun-Sook Kang, Haeng-Mi Son, Nan-Young Lim, Kyung-Sook Cho, Sung-Bok Kwon, Yeo-Jin Yi, Young-Sook Park, Eun-Hee Lee, Joo-Hyun Kim, Hye-Ja Han, Jung-Mi Baik, Younhee Jeong
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Editorial

President's address: 20 years of perspiration and 20 years of admiration: Kun Sang Kim; J Educ Eval Health Prof. 2012;9:1. Published online January 3, 2012; DOI: https://doi.org/10.3352/jeehp.2012.9.1

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The integration process of North Korean defector physicians into the South Korean medical system
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Journal of the Korean Medical Association.2013; 56(3): 158. CrossRef

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